C:\Fakepath\Eme2040 Mod 13
•Download as PPTX, PDF•
0 likes•295 views
Constructivism is a learning theory where students actively construct their own understanding and knowledge through experiences and reflecting on those experiences, such as completing projects and experiments using real-world problems. Key aspects include students learning in social contexts with more knowledgeable others, developing understanding within their zone of proximal development, and gaining legitimate peripheral participation through cognitive apprenticeships and situated learning. Teachers can support constructivism by integrating different projects for students to work on using their experiences and instruction to solve real-world problems.
Report
Share
Report
Share
Recommended
5 E LESSON PLAN FORMAT- vikramjit
This document contains a lesson plan template for a pupil teacher. The template includes sections for key concepts, learning objectives, teaching aids, and the 5E instructional model stages of engage, explore, explain, elaborate, and evaluate. For each stage, it lists the teacher's role and student activity. The plan also includes space for feedback from a supervisor using a 5-point scale to grade descriptors like engaging introduction, exploration opportunities, clarification of concepts, reinforcement activities, and inclusion of formative and summative assessments.
5 e model lesson plan
The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
5 e lesson plan by Dr.Omprakash H M
- Dr. Omprakash H M is the Programme Co-ordinator at the School of Education and Training at the Central University of Karnataka in Kadaganchi, Kalaburagi- 585 311, Karnataka.
- The document discusses the 5E instructional model of ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and EVALUATE and provides examples of how technology can be integrated into each stage.
- It also provides an example lesson plan template formatted according to the 5E model and including suggestions for how technology could enhance the lesson at each stage.
Socrative PBL Presentation Week 6 AET 531
This document compares problem-based learning (PBL) and Socratic questioning methods. PBL uses authentic real-world problems to provide an inductive, student-centered approach where students address problems to learn content. The Socratic method uses disciplined questioning to explore ideas, uncover assumptions, and follow implications of thought. It challenges students' prior knowledge under a facilitator's guidance. Both methods aim to develop independent, self-directed learners through questioning, thinking, understanding rather than just finding answers. The document discusses benefits and challenges of each approach.
Present how people learn
TYS Tech Sessions: The new face of presentations and communications. Moving from presenter to story teller.
Project-Based Learning Activity
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
Project-based and Problem-based learning
This presentation describes these two instructional models and discusses their similarities and differences.
project based learning
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Recommended
5 E LESSON PLAN FORMAT- vikramjit
This document contains a lesson plan template for a pupil teacher. The template includes sections for key concepts, learning objectives, teaching aids, and the 5E instructional model stages of engage, explore, explain, elaborate, and evaluate. For each stage, it lists the teacher's role and student activity. The plan also includes space for feedback from a supervisor using a 5-point scale to grade descriptors like engaging introduction, exploration opportunities, clarification of concepts, reinforcement activities, and inclusion of formative and summative assessments.
5 e model lesson plan
The 5E model is an instructional model for constructivism developed by the Biological Science Curriculum Study. It consists of five stages for teaching and learning: Engage, Explore, Explain, Elaborate, and Evaluate. The Engage stage piques student interest and assesses prior knowledge. The Explore stage allows students to build understanding through involvement in the topic. The Explain stage communicates what students have learned and what it means. The Elaborate stage extends student knowledge through continued exploration. The Evaluate stage determines student and teacher understanding of learning that has taken place.
5 e lesson plan by Dr.Omprakash H M
- Dr. Omprakash H M is the Programme Co-ordinator at the School of Education and Training at the Central University of Karnataka in Kadaganchi, Kalaburagi- 585 311, Karnataka.
- The document discusses the 5E instructional model of ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and EVALUATE and provides examples of how technology can be integrated into each stage.
- It also provides an example lesson plan template formatted according to the 5E model and including suggestions for how technology could enhance the lesson at each stage.
Socrative PBL Presentation Week 6 AET 531
This document compares problem-based learning (PBL) and Socratic questioning methods. PBL uses authentic real-world problems to provide an inductive, student-centered approach where students address problems to learn content. The Socratic method uses disciplined questioning to explore ideas, uncover assumptions, and follow implications of thought. It challenges students' prior knowledge under a facilitator's guidance. Both methods aim to develop independent, self-directed learners through questioning, thinking, understanding rather than just finding answers. The document discusses benefits and challenges of each approach.
Present how people learn
TYS Tech Sessions: The new face of presentations and communications. Moving from presenter to story teller.
Project-Based Learning Activity
This document outlines a project-based learning activity for a 10th grade Humanities class in Uganda. Students will research current issues in Africa like poverty, disease, conflict, and the environment. They will work in groups to choose an issue, research it, devise solutions, and present their findings to the class using a multimedia presentation. The goals are for students to learn deeply about African issues and develop 21st century skills like collaboration, communication, critical thinking, and creativity.
Project-based and Problem-based learning
This presentation describes these two instructional models and discusses their similarities and differences.
project based learning
project based learning(architecture)
Learning by doing
Application
Examples
Architectural projects lend themselves well to projectbased
learning
Conclusion: The tension of design and learning
Summary
Week 5 for week 6 individual project1
This document compares problem-based learning questions and the Socratic method. Problem-based learning uses authentic real-world problems to facilitate student-centered, active learning where students address problems inductively. The Socratic method uses disciplined questioning to explore complex ideas, uncover assumptions, and analyze concepts. Both methods support independent learning but in different ways - problem-based learning empowers self-directed learning while the Socratic method uses questioning to challenge misconceptions and steer learning. The document also discusses benefits and challenges of each approach.
5 e's model lesson plan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Improving instructional design via 5E model
This document discusses using the 5E instructional model to improve instructional design, particularly when incorporating learning technologies. The 5E model includes Engage, Explore, Explain, Elaborate, and Evaluate phases. It promotes a constructivist approach with student-centered activities that have learners think like scientists. Challenges to implementing the 5E model with technologies are addressed, such as ensuring sufficient exploration before explanation. More research is needed on best practices for using the 5E model and technologies together, including meaningful tasks and teachers' and students' roles.
Week 5 for week 6 individual project2
This document compares and contrasts problem-based learning questions and the Socratic method. It discusses that problem-based learning uses authentic real-world problems to engage students in an inductive learning process where they address problems to learn content. The Socratic method uses disciplined questioning to explore ideas from multiple perspectives and uncover assumptions. Both methods aim to develop critical thinking and make students active participants in their learning, but they differ in their approach - problem-based learning focuses on problem-solving while the Socratic method uses questioning to stimulate discussion. The document also notes challenges of each approach and how questioning can support independent learning.
Project based learning
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Infusing the 5 E Model with Digital Media
The document discusses the 5E instructional model for lesson planning. It includes 5 key steps: Engage, Explore, Explain, Elaborate, and Evaluate. In the Engage step, teachers spark student curiosity. In Explore, students investigate concepts collaboratively. In Explain, key understandings are communicated. In Elaborate, students apply their understanding creatively. Evaluation is woven throughout the process. The document provides examples of how technology tools can support lessons designed around this 5E approach.
Object based learning presentation
Object-Based Learning (OBL) is a student-centred learning approach that uses objects to facilitate deep learning. Objects may take many forms, small or large, but the method typically involves students handling or working at close quarters with and interrogating physical artefacts.
Project based learning
Project based learning is a student-centered approach where students explore real-world problems and challenges. It has the teacher acting as a facilitator while students work collaboratively to find solutions. Key characteristics include addressing issues students find meaningful, motivating advanced thinking skills, and promoting collaboration. Experts say students retain knowledge better through project based learning since they learn by doing, questioning, and critical thinking. In 21st century education, it makes school more authentic and results in deeper, self-directed learning.
Peer Review in Medical School
This document discusses peer review processes for students and community faculty. It begins by outlining objectives to examine features of useful peer review, and how it can be used with students and faculty. Key considerations for planning peer review are discussed, such as the types of information desired, impediments, and whether the goal is formative or summative. Criteria for peer review should be behavior-focused, observable, and based on clear expectations. Specific, descriptive feedback is important. The document provides examples of effective peer review processes when used with students or community faculty, emphasizing collaboration in creating the review process. Potential issues like bullying or sham peer reviews are also addressed.
Project based learning
The document discusses project-based learning, outlining the 5 key elements of PBL including real-world connections, academic rigor, structured collaboration, student-driven learning, and multifaceted assessment. It provides examples of projects and roles students can take on, and addresses criticisms of PBL while also highlighting the benefits. The workshop participants are then asked to create an academic extracurricular activity using project-based learning and practice adapting to changes that may arise.
Project based learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It incorporates comparing information, drawing conclusions, solving complex problems, giving feedback, and conveying ideas through various media.
Problem and Project based learning
This document discusses problem-based learning and project-based learning. Problem-based learning involves teaching students through problem solving, having them work in groups to analyze problems, research solutions, and present their findings. Project-based learning focuses on having students complete a project, requiring them to organize their own work, research, and collaborate with others. Both approaches engage students and teach useful skills, but problem-based learning emphasizes critical thinking while project-based learning promotes group work and time management skills.
Project based learning
This document outlines a project-based learning activity for students to learn about the solar system. It will have students divided into groups to study the characteristics of different planets. Each group will develop a model of their assigned planet to demonstrate their understanding. The goals are for students to communicate, collaborate, think critically, and develop a long-lasting understanding of the solar system through this hands-on project.
Engaging students in the classroom
The document provides guidance for engaging lectures. It discusses including students in the teaching space, using various tools to promote active learning, and conveying enthusiasm for the subject. Some techniques presented are making eye contact, moving around, organizing material coherently, highlighting key points, and using examples from popular culture. The document also suggests getting students to discuss questions in pairs or groups.
How does the way students organize knowledge affect their learning?
The document discusses how students organize knowledge and how it affects their learning. It states that learning results in permanent changes in behavior and cognitive patterns. The document also notes that learning depends on transforming information into knowledge. Finally, it suggests that teachers can help students by making their own thinking processes explicit and by helping students learn to organize content into explicit patterns.
Erinlansberry theory
The document discusses constructivism as a learning theory where students actively construct knowledge through their experiences. Key figures who contributed to constructivism include Vygotsky, Piaget, Dewey, and Bruner. According to the theory, teachers should allow students to lead activities and experiments to build their own understanding, while using technology like simulations and interactive whiteboards. Students are encouraged to work collaboratively on hands-on projects and solve problems themselves.
Project based learning in e twinning
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Project based learning presentation
Project-based learning is a teaching method where students investigate and respond to an engaging question or challenge over an extended period of time. It requires the use of both fundamental skills and 21st century skills like teamwork, problem-solving, and research. Example projects include having students build robots by assembling them and collaborating with classmates. Project-based learning helps develop skills needed for living in a knowledge-based society and allows students more control over their learning.
Project based learning
Project-Based Learning (PBL) is an instructional strategy that focuses on engaging students in relevant content to solve real problems. It benefits students by developing their 21st century skills as teachers take a coaching role and students drive their own instruction. A common PBL format introduces the project, provides a rubric, has students generate a know/need to know document, includes project work and lectures/labs/homework, and culminates in a student-created product and presentation. Important aspects are the know/need to know document that evolves throughout, and ensuring there is always a presentation component. Resources for PBL include the Buck Institute for Education and New Tech Network websites.
Class 4 adlt 670 instructional strategies
This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
Constructivism
Constructivism is a theory of learning that states students actively construct knowledge based on their experiences. Key theorists include Piaget, Bruner, Vygotsky, and Dewey, who believed learning requires active participation and building on prior knowledge through hands-on activities and social interaction. In the classroom, teachers act as facilitators who encourage discussion and collaborative learning to help students construct their own understanding within their zone of proximal development.
More Related Content
What's hot
Week 5 for week 6 individual project1
This document compares problem-based learning questions and the Socratic method. Problem-based learning uses authentic real-world problems to facilitate student-centered, active learning where students address problems inductively. The Socratic method uses disciplined questioning to explore complex ideas, uncover assumptions, and analyze concepts. Both methods support independent learning but in different ways - problem-based learning empowers self-directed learning while the Socratic method uses questioning to challenge misconceptions and steer learning. The document also discusses benefits and challenges of each approach.
5 e's model lesson plan
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Improving instructional design via 5E model
This document discusses using the 5E instructional model to improve instructional design, particularly when incorporating learning technologies. The 5E model includes Engage, Explore, Explain, Elaborate, and Evaluate phases. It promotes a constructivist approach with student-centered activities that have learners think like scientists. Challenges to implementing the 5E model with technologies are addressed, such as ensuring sufficient exploration before explanation. More research is needed on best practices for using the 5E model and technologies together, including meaningful tasks and teachers' and students' roles.
Week 5 for week 6 individual project2
This document compares and contrasts problem-based learning questions and the Socratic method. It discusses that problem-based learning uses authentic real-world problems to engage students in an inductive learning process where they address problems to learn content. The Socratic method uses disciplined questioning to explore ideas from multiple perspectives and uncover assumptions. Both methods aim to develop critical thinking and make students active participants in their learning, but they differ in their approach - problem-based learning focuses on problem-solving while the Socratic method uses questioning to stimulate discussion. The document also notes challenges of each approach and how questioning can support independent learning.
Project based learning
As a part of the series of presentations by the teachers on various pedagogies suggested by NEP 2020, the fourth session dealt with Project Based Learning , where impactful
project based teaching strategies were shared by the group of teachers of Ram Ratna International School.
It showcased various elements of the Project based learning and a role of a teacher for effective PBL from planning to execution. Examples related to different subject and grades were presented during the session. Overall it was a perfect presentation on PBL pedagogy under the leadership of Ms Dhanashri Kotwal and by her teammates Mr. Nilesh Patil, Ms. Shabnam Shaikh and Ms. Soniya Robins.
View full video session on https://youtu.be/Xu7wDrtmfxM
Infusing the 5 E Model with Digital Media
The document discusses the 5E instructional model for lesson planning. It includes 5 key steps: Engage, Explore, Explain, Elaborate, and Evaluate. In the Engage step, teachers spark student curiosity. In Explore, students investigate concepts collaboratively. In Explain, key understandings are communicated. In Elaborate, students apply their understanding creatively. Evaluation is woven throughout the process. The document provides examples of how technology tools can support lessons designed around this 5E approach.
Object based learning presentation
Object-Based Learning (OBL) is a student-centred learning approach that uses objects to facilitate deep learning. Objects may take many forms, small or large, but the method typically involves students handling or working at close quarters with and interrogating physical artefacts.
Project based learning
Project based learning is a student-centered approach where students explore real-world problems and challenges. It has the teacher acting as a facilitator while students work collaboratively to find solutions. Key characteristics include addressing issues students find meaningful, motivating advanced thinking skills, and promoting collaboration. Experts say students retain knowledge better through project based learning since they learn by doing, questioning, and critical thinking. In 21st century education, it makes school more authentic and results in deeper, self-directed learning.
Peer Review in Medical School
This document discusses peer review processes for students and community faculty. It begins by outlining objectives to examine features of useful peer review, and how it can be used with students and faculty. Key considerations for planning peer review are discussed, such as the types of information desired, impediments, and whether the goal is formative or summative. Criteria for peer review should be behavior-focused, observable, and based on clear expectations. Specific, descriptive feedback is important. The document provides examples of effective peer review processes when used with students or community faculty, emphasizing collaboration in creating the review process. Potential issues like bullying or sham peer reviews are also addressed.
Project based learning
The document discusses project-based learning, outlining the 5 key elements of PBL including real-world connections, academic rigor, structured collaboration, student-driven learning, and multifaceted assessment. It provides examples of projects and roles students can take on, and addresses criticisms of PBL while also highlighting the benefits. The workshop participants are then asked to create an academic extracurricular activity using project-based learning and practice adapting to changes that may arise.
Project based learning
Project-based learning is a teaching method where students investigate and respond to engaging questions or problems over an extended period of time. It addresses real-life issues, has the teacher serve as a facilitator, motivates students, encourages advanced thinking skills, and promotes collaboration. Project-based learning helps students develop skills for a technological society, brings relevance to learning, lends itself to authentic assessment, and promotes lifelong learning for students with varying styles. It incorporates comparing information, drawing conclusions, solving complex problems, giving feedback, and conveying ideas through various media.
Problem and Project based learning
This document discusses problem-based learning and project-based learning. Problem-based learning involves teaching students through problem solving, having them work in groups to analyze problems, research solutions, and present their findings. Project-based learning focuses on having students complete a project, requiring them to organize their own work, research, and collaborate with others. Both approaches engage students and teach useful skills, but problem-based learning emphasizes critical thinking while project-based learning promotes group work and time management skills.
Project based learning
This document outlines a project-based learning activity for students to learn about the solar system. It will have students divided into groups to study the characteristics of different planets. Each group will develop a model of their assigned planet to demonstrate their understanding. The goals are for students to communicate, collaborate, think critically, and develop a long-lasting understanding of the solar system through this hands-on project.
Engaging students in the classroom
The document provides guidance for engaging lectures. It discusses including students in the teaching space, using various tools to promote active learning, and conveying enthusiasm for the subject. Some techniques presented are making eye contact, moving around, organizing material coherently, highlighting key points, and using examples from popular culture. The document also suggests getting students to discuss questions in pairs or groups.
How does the way students organize knowledge affect their learning?
The document discusses how students organize knowledge and how it affects their learning. It states that learning results in permanent changes in behavior and cognitive patterns. The document also notes that learning depends on transforming information into knowledge. Finally, it suggests that teachers can help students by making their own thinking processes explicit and by helping students learn to organize content into explicit patterns.
Erinlansberry theory
The document discusses constructivism as a learning theory where students actively construct knowledge through their experiences. Key figures who contributed to constructivism include Vygotsky, Piaget, Dewey, and Bruner. According to the theory, teachers should allow students to lead activities and experiments to build their own understanding, while using technology like simulations and interactive whiteboards. Students are encouraged to work collaboratively on hands-on projects and solve problems themselves.
Project based learning in e twinning
The document discusses project-based learning (PBL) and its use in eTwinning projects. It describes PBL as an inquiry-based teaching method that engages students in solving complex, real-world problems. The document outlines the essential elements of PBL, including defining challenging problems, sustained inquiry, authenticity, student voice, and creating public products. It then provides an example workshop that walks groups of students through a sample PBL project on topics like water pollution, computer networks, and history. The document emphasizes that PBL allows students to learn by doing and that eTwinning and web tools can support students collaborating on international PBL projects.
Project based learning presentation
Project-based learning is a teaching method where students investigate and respond to an engaging question or challenge over an extended period of time. It requires the use of both fundamental skills and 21st century skills like teamwork, problem-solving, and research. Example projects include having students build robots by assembling them and collaborating with classmates. Project-based learning helps develop skills needed for living in a knowledge-based society and allows students more control over their learning.
Project based learning
Project-Based Learning (PBL) is an instructional strategy that focuses on engaging students in relevant content to solve real problems. It benefits students by developing their 21st century skills as teachers take a coaching role and students drive their own instruction. A common PBL format introduces the project, provides a rubric, has students generate a know/need to know document, includes project work and lectures/labs/homework, and culminates in a student-created product and presentation. Important aspects are the know/need to know document that evolves throughout, and ensuring there is always a presentation component. Resources for PBL include the Buck Institute for Education and New Tech Network websites.
What's hot (19)
How does the way students organize knowledge affect their learning?
How does the way students organize knowledge affect their learning?
Similar to C:\Fakepath\Eme2040 Mod 13
Class 4 adlt 670 instructional strategies
This document discusses strategies for engaging adult learners through interactive instructional methods. It begins by outlining Malcolm Knowles' principles of andragogy, which emphasize that adult learners are self-directed, draw on life experiences for learning, and are problem-centered. The document then presents several interactive teaching strategies like concept mapping, Jane Vella's four I's model, and polling tools. It emphasizes that involving learners through activities like discussion and practice leads to higher retention rates. The strategies aim to make lectures more engaging and gather real-time feedback to meet learners' needs.
Socratic Presentation_JWW
The document discusses the Socratic method for encouraging critical thinking in the classroom. It defines key terms like cognitive and open/closed questions. It explains that the Socratic method uses a text, starting question, teacher leader, and student participants to facilitate a dialogue. It provides examples of how to structure questions and create discussions that encourage discovery learning and ensure long-term retention of lesson material.
Constructivism
Constructivism is a theory of learning that states students actively construct knowledge based on their experiences. Key theorists include Piaget, Bruner, Vygotsky, and Dewey, who believed learning requires active participation and building on prior knowledge through hands-on activities and social interaction. In the classroom, teachers act as facilitators who encourage discussion and collaborative learning to help students construct their own understanding within their zone of proximal development.
Constructivism
Constructivism is a theory of learning that states students actively construct knowledge based on their experiences. Key theorists include Piaget, Bruner, Vygotsky, and Dewey, who believed learning requires active participation and building on prior knowledge through hands-on activities and social interaction. In the classroom, teachers act as facilitators who encourage discussion and collaborative learning to help students construct their own understanding within their zone of proximal development.
Constructivism by Tani
Constructivism is a learning theory based on the idea that learners actively construct knowledge through experiences. Key theorists include Piaget, Bruner, Vygotsky, and Dewey. Piaget observed children's cognitive development through four stages. Bruner believed learning is an active process where learners construct new ideas based on prior knowledge. Vygotsky's social development theory emphasized social interaction and the zone of proximal development. Dewey viewed schools as communities that educate the whole child physically, mentally, and socially. Under constructivism, the teacher acts as a facilitator and the student serves as an active constructor through hands-on learning and collaboration.
Constructivism
Constructivism is a learning theory based on the idea that learning is an active, constructive process where students build new understandings based on current and past knowledge. Key theorists who contributed to constructivism include Piaget, Bruner, Vygotsky, and Dewey. Under constructivism, the teacher acts as a facilitator by providing hands-on activities that allow students to learn by doing. Students serve as active constructors of knowledge by working collaboratively to solve problems and answer their own questions. Technology can enhance constructivist learning by providing interactive activities, but is not required as hands-on projects without technology also allow active learning.
Problem based learning
Problem-based learning (PBL) is a student-centered instructional strategy where students collaboratively solve problems and reflect on their experiences. It shifts the focus from teachers to students and encourages students to take responsibility for their own learning. PBL can be used to enhance content knowledge and develop skills like communication, problem-solving, and self-directed learning. In PBL, students work in small groups with a tutor to identify learning needs from real-world problems and independently research the issues to find solutions. Assessment focuses on higher-order thinking versus factual recall alone. While PBL has advantages like active learning and motivation, it also has disadvantages such as resource intensive nature and information overload for students.
Progressivism by Taylor Lofton
Progressivism is an educational philosophy that believes students learn best through experiences they find relevant to their lives, such as working in groups and on real-world projects. The goal of progressivism is to create independent, socially aware problem solvers. John Dewey was an influential proponent, believing students learn through social interaction and hands-on experiences rather than just books. Teachers adopt student-centered methods like group work, projects, simulations and field trips rather than traditional lecturing.
Approach methods and techniques in teaching mathematics to intermediate grade
The document discusses several approaches, methods, and techniques for teaching mathematics to intermediate grades, including:
1. The discovery approach is an inquiry-based method where students construct their own knowledge through self-directed learning.
2. The inquiry approach encourages students to ask questions and investigate real-world problems to improve critical thinking and problem-solving skills.
3. Cooperative learning divides students into groups to work together on activities and projects.
Constructivism
This document summarizes key aspects of constructivism as a learning theory. According to constructivism, students learn through their own experiences and use critical thinking skills, while teachers guide students and help steer them in the right direction. Key contributors to constructivism included Jean Piaget, John Dewey, Jerome Bruner, and Lev Vygotsky. Constructivism has implications for both students, who take a more active role in their learning, and teachers, who act as facilitators rather than just instructors.
Problem based learning, A teaching strategy
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
High impact week 2
This document provides guidance on using effective questioning techniques in the classroom. It discusses using questioning to engage students in higher-level thinking, ensuring participation from all students, and allowing sufficient wait time. Effective questioning asks students to explain their reasoning, is designed to support learning objectives, focuses on big ideas, and uses feedback loops. It also scaffolds questions for English language learners. The document encourages reading about stretching questions, not letting students opt out, and using wait time after posing questions. It provides examples of effective student behaviors like demonstrating critical thinking and initiating their own questions.
Visible Learning & Teacher Professional Development
Professional Learning
Visible Learning
Leading in Times of Change
Effective Teacher Professional Development
Badging/Gaming
Week 5 for week 6 individual project1
This document compares problem-based learning (PBL) and Socratic questioning methods. PBL uses authentic real-world problems to provide an inductive, student-centered approach where students address problems to learn content. The Socratic method uses disciplined questioning to explore ideas, uncover assumptions, and follow implications of thought. It challenges students' prior knowledge under a facilitator's guidance. Both methods aim to develop independent, self-directed learners through questioning and problem-solving, though PBL emphasizes student responsibility for goal-setting and motivation while the Socratic method focuses more on reaching the truth. The document discusses benefits and challenges of each approach.
ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docx
ASSESSMENTS
1
ASSESSMENTS
5
Assessments and Grading Rubric
Formative Assessment
Questions and answers
Questions will be asked as the lesson goes on and students asked to answer at random
Observation
Observe how students react to new concepts
Exit slips and admits slips
Questions will be administered and collected at the end of the lesson
Self-assessment
Students will be asked to reflect on their learning process
Group discussions
Students will be grouped to discuss what they have learned
Peer-assessment
Students will be asked to assess one another
Formative assessment refers to the techniques employed by teachers to undertake the in-process evaluation of the students’ grasp of a concept being taught (Black & William, 2009). A good formative assessment should be able to give feedback to the teacher on the students' comprehension, the learning needs and the progress made during the lesson or topic. The objective of the designed formative assessment will be to gather information and learning experiences that will be used to improve the learning process and make modifications where necessary.
As the lesson progresses, the teacher will pose questions to the students at different stages of Piaget's Cognitive Stages of Development and students will be selected to answer at random to test the individual grasp of the processes and characteristics involved in the different stages. Observation will be essential in evaluating the students' concentration levels and their reaction to the introduction of new concepts. Admit slips with questions on the previous lesson will be given at the start of the lesson to test the students' comprehension of the previous concepts learned. Exit slips with questions on the lesson of the day will also be given and collected at the end of the lesson to evaluate how the students faired during the lesson. The students will also be asked to undertake a self-assessment test on how they understood the concept. Group discussion will be encouraged for the students to also do peer-assessment on one another and come up with questions on areas that need clarification and ways to improve the learning process.
Summative Assessment
The following questions will be asked at the end of the topic to do a summative assessment of the students' grasp of the concept of Piaget's theory of cognitive development.
1. Is the rehearsal of information among different levels of school-going children an ability they develop as they age or is it a skill they acquire through formal education?
2. In your opinion, would a genius child reach the formal operational stage faster than a child of formal intelligence?
3. Does the environment have any influence on the progression through Piaget’s stages of cognitive development?
A summative assessment aims to test the students' grasp and comprehension of the whole concept (Garrison &Ehringhaus, 2007). At the end of the topic, the above questions will be given to the students and answers expected within a given ...
Constructivism
Constructivism is a learning theory based on the idea that learners construct much of what they learn and comprehend. Key aspects of constructivism include students learning by doing, focusing on understanding important concepts, and teachers encouraging self-discovery. Prominent constructivist theorists include Piaget, who defined cognitive development stages; Bruner, who saw learning as active and participatory; Vygotsky, who emphasized social influences; and Dewey, who viewed education as a social process involving student-directed, hands-on learning. Constructivist classrooms have students working together in groups and asking questions while teachers guide learning.
Issues In Communication Presentation
The document discusses effective classroom communication strategies for teachers. It describes how teachers can model behaviors, ask higher-order questions, and provide clear explanations to promote student understanding. Additionally, it emphasizes the importance of allowing opportunities for student collaboration and discussion, as learning occurs both from teachers and peers according to sociocultural learning theories. Effective communication involves moving beyond simply transmitting information to fostering thoughtful student participation and interaction.
Scaffolding by Nosimilo Mbatha
these are slides on how to accommodate learners who are struggling in the classroom. As an educator, it is imperative to know how to scaffold learners who are intellectually impaired in our classrooms
Didáctica ll unit 1 2013
The document discusses key aspects of language teaching and learning including the differences between deductive and inductive learning, constructivist theories of learning, and the roles of teachers and students. It also covers topics like learning strategies, individual differences in learning, and effective teaching approaches.
Module 13 constructivism
Constructivism is a learning theory where students actively construct knowledge through experiences and reflection. It involves four stages of cognitive development from birth through adulthood. Key theorists who developed constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, effective teaching involves hands-on learning where students build understanding through active participation, discussion, and problem solving rather than relying solely on lectures. Students take a leading role in constructing their own knowledge.
Similar to C:\Fakepath\Eme2040 Mod 13 (20)
Approach methods and techniques in teaching mathematics to intermediate grade
Approach methods and techniques in teaching mathematics to intermediate grade
Visible Learning & Teacher Professional Development
Visible Learning & Teacher Professional Development
ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docx
ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docx
Recently uploaded
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdRecently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
C:\Fakepath\Eme2040 Mod 13
- 2. Key People Jean Lave Etienne Wenger Jean Piaget Jerome Bruner Lev Vygotsky John Dewey
- 3. Key Points The learner forms, or constructs, much of what he or she learns or comprehends. Four stages defined by Piaget Sensorimotor Preoperational Concrete operational Formal operational
- 4. Key Points Social interaction More Knowledgeable Other (MKO) Zone of Proximal Development (ZPD)
- 5. Key Points Problem Based Learning (PBL) Develops critical thinking and creative skills Improves problem solving skills Increases motivation Helps students learn to transfer knowledge to new situations
- 6. Key Points Legitimate Peripheral Participation (LPP) Cognitive Apprenticeship Situated Learning theory
- 7. Classroom Implications Teachers can integrate different projects and experiments Students use real world experience and instruction to complete the projects and experiments
- 8. My Thoughts I think this is an interesting way of teaching that most teachers probably use but may not realize it. I like students to be able to work through problems and use common sense to help them along with some instructional directions.